Unit 6 The world of my dreams-Lesson 1-教案、教学设计--公开课-外研剑桥版六年级下册-(配套课件编号：f0713).doc

1、Unit 6： The world of my dreams（Part 7,Revision2:6） 教学设计一、背景分析：一、背景分析：众所周知，英语情境式教学就是指教师充分利用各种手段、材料创设一个有关问题的具体情境，扩大学生的知识视野，激起学生学习英语的积极性，从而引导学生从整体上理解和运用语言并学会独立探索语言本领的教学方法。二、教材分析：二、教材分析：今 天 我 教 授 的 是 六 年 级 Unit 6 ： The world of my dreams （ Part7,Revision2:6）这个部分.需要掌握形容词的原形、比较级和最高级，以及句型Which is .?和 Who i

2、s the.?三、教学目标：三、教学目标：掌握句型：1.A:Which is .?B:. than .2.Who is the .?能够在语境中进一步灵活运用句型，并完成相应练习。四、教学难点：四、教学难点：bigbiggerbiggesttalltallertallestoldolderoldest五、教学重点：五、教学重点：1.A:Which is .?B:. than .2.Who is the .?六、教具准备：六、教具准备：PPT、卡片七、教学步骤：七、教学步骤：（一）RevisionStep1:T: Class begins. Good afternoon ,class.S: Go

3、od afternoon ,teacher.Step2: T:Miss Tao is tall.ZhuJun is short.T:Im taller than ZhuJun.T:ZhangShengNan is tall.She is taller than me.So ZhangShengNan is the tallest.WecansayZhangShengNanistall,ZhuJun is short.T:Can you spell the word “tall”?S1:t-a-l-l,tall.T:Can you spell the word “short”?S2:s-h-o-

4、r-t,short.（二）PresentationStep1: T: Look at the screen, “tall”is here,“short”is here.Look at the pictures 1.Who is he?S:He is YaoMing.T:Who is he?S:LinDanT:Can you talk about them?S: YaoMing is tall.LinDan is short.Step2: T:Look at the following pictures, pleasesay the sentences together.S:The basket

5、ball is big.S:The football is small.S:A is fat.S:C is thin.S:The ruler is long.S:The pen is short.S:Tim is young.S:Grandpa is old.通过对话，激发学生的学习热情，复习学过的形容词，为新课做准备。首先，看明星的图片，复习旧知，激发学生说的欲望，从而操练is ?的句型。Step3:The teacher should check the answer.Step4:T:Look at the following opposite words,please read.(opp

6、osite)S:tall shortbig smallfat thinlong shortold youngStep5: T:Can you say the opposite words in yourlife?S:left, rightS:white,black.Step6: Read in pairs.tallershorterbiggersmallerfatterthinnerlongershorterolderyoungerStep7: Read in groups.tallestshortestbiggestsmallestfattestthinnestlongestshortest

7、oldestyoungestStep8: T:Lets talk about them use these words.Now ,look at two animals, What are they?S: A cat and a mouse.T:Which is bigger?S1:The cat is bigger than the mouse.T:Can you ask the other students?S1: Which is bigger?S2:The cat is bigger than the mouse.S2: Which is bigger?S3: The cat is b

8、igger than the mouse.T:Wonderful! Now ,look!Which is smaller?S4:The mouse is smaller than the cat.T:Can you ask the other students?S4: Which is smaller?找到语音的共同性来进行语音点的强化和运用。如 er 字母组合发音为/: /, est 的发音为/ist /，通过老师的方法上的引导，让学生自己体会，从而掌握比较级和最高级的正确发音,从读音中掌握比较级和最高级的规则。S5:The mouse is smaller than the cat.S5:

9、 Which is smaller?S6: The mouse is smaller than the cat.T:Wonderful! In this picture we can saythe cat is bigger than the mouse, Themouse is smaller than the cat.Step9: T: Lets go on. There are two schoolthings ,a long ruler and a pen.T:Can you ask me?S1:Which is longer?T:The ruler is longer than th

10、e pen.Can you ask the other students?S1: Which is longer?S2:The ruler is longer than the pen.S2: Which is longer?S3: The ruler is longer than the pen.T: Lets change.Which is shorter?S1:The pen is shorter than the ruler.T:Can you ask the other students?S1: Which is shorter?S2:The pen is shorter than

11、the ruler.S2: Which is shorter?S3: The pen is shorter than the ruler.T:Wonderful!Letstalkaboutthispicture again.S: The ruler is longer than the pen.The pen is shorter than the ruler.Step10: T:I will give you four pictures, pleasetalk in pairs.S1:Which is longer?S2:The dress is longer than the skirt.

12、S1:Which is shorter?S2:The skirt is shorter than the dress.S3:Which is longer?S4:Thecucumberislongerthanthebanana.S3:Which is shorter?S4:Thebananaisshorterthanthecucumber.S5:Which is bigger?利用多媒体图片cat和 mouse 比大小；ruler和 pen 比长短的示例完成了比较级. than.的句型练说。S6:The bus is bigger than the car.S5:Which is smalle

13、r?S6:The car is smaller than the bus.S7:Which is bigger?S8:Thebasketball is bigger thanthefootball.S7:Which is smaller?S8:Thefootballissmallerthanthebasketball.Step11: T: Now, look! Which is the biggest?S: The basketball is the biggest.Step12: T: Who plays basketball in NBA?Ss: YaoMing.T:Yes, Who is

14、 that man?S:He is LiuXiang.T:Who is he?S:He is LinDan.T: Who is the tallest?S: YaoMing is the tallest.T:Who is the shortest?S:LinDan is the shortest.Step13: T: Look at the picture ,please say itby yourselves.S1: Who is the oldest?S2:Grandpa is the oldest.S3: Who is the youngest?S4:Tim is the younges

15、t.T:Check it.Step14: T:Lets go on. Who can try？S1: Who is the fattest?S2:A is the fattest.S3: Who is the thinnest?S4:C is the thinnest.Step15: Do the exercises on page 55,part 6,thenthe teacher should check the answer.S: Which is the biggest?S: The basketball is the biggest.S: Who is the tallest?S:

16、Kate is the tallest.通 过football 、basketball 和 volleyball三个球的比较，承接到最高级的句型教学中。通过姚明、刘翔、林丹的身高，引出句型Who is the ?S:Who is the oldest?S:Grandpa is the oldest.Step16:Read the text on page 49,part 7.thenListen to the tape, read the dialogue.Step17:Conclusion,then show the title.要求学生以自学的形式完成会话内容，让学生通过课堂中前面的所习得

17、的知识来体验阅读，将阅读到的语句进行内化转变为会话表达。八、教学反思：八、教学反思：本节课中我主要从以下几方面落实教学：1.师生交流，初步感知我们都知道会话是在一定的情景下所用的习惯性语言，如果脱离了情景，会话也就相应的失去了一定的意义。在英语教学中，教师不可能将真实的生活情景搬入课堂，但却能模拟真实的情景，创设接近生活的真实语言环境，这有利于提高学生理解和掌握会话内容的能力。开课时，我通过师生会话交流的形式，抓住本单元的重点知识点，形容词的比较级和最高级的，开门见山的呈现本节课的教学内容。如，我与一名学生两者之间创设互相比高矮的情景，语句交流中自然地呈现形容词 tall 的比较级 talle

18、r。 然后， 我又模拟三个学生之间比高矮的情景，呈现最高级 tallest，让学生对这个知识点有了初步感知和理解。为进一步教学比较级和最高级的单词起了良好的开端。 也使学生明白这节课的新知就是形容词的比较级和最高级的学习。2.方法指导，强化训练（1）概念强化新授课时，我先让学生用拼词的方式为引导，出示姚明和林丹；basketball和 football；袁佳琪和朱俊两个学生；ruler 和 pen 以及小孩和老人五组图片引出相应的十个形容词，并且在十个形容词上老师细心地标注相应颜色的圈。如，tall 和 short 是红色； big 和 small 是紫色的等等。 使学生在练说 . is .

19、的形容词原形句式的同时，感到相同颜色的两个词之间是有联系的，到底是什么样的联系呢？然后，我出示 opposite 这个词强化了“反义词”的概念，让学生完全理解了五组图片所出示的形容词是互为反义词， 在这里我引导学生科学地记忆单词。 接着让学生说一说生活当中还有那些英语的反义词，在这个环节中帮助学生知识归纳的指导，使零散的知识信息条理化、系统化，也使得本节课的知识点得到延伸和扩展。（2）语音强化训练学生掌握正确的单词发音，也是学好英语的基础和关键。把语音教学用在会话教学中，从一开始便让学生注意到发音和内容的联系，注意到语音在语流中的变化，能有效提高学生对语音的敏感度，还可以使学生对于一系列发音技

20、巧更加熟悉，通过朗读，自觉地运用这些语音技巧。我在形容词原形的教学基础上直接出示了单词的比较级和最高级。在这里并没有语境的运用，而是找到语音的共同性来进行语音点的强化和运用。如 er 字母组合发音为/: /, est 的发音为/ ist /，通过方法上的引导，让学生自己体会，从而掌握比较级和最高级的正确发音,从读音中掌握比较级和最高级的规则，也对他们将来英语的语音学习起了很好的推动作用。3.句型教学，理解运用在这节课中，我注重对学生语言技能的培养，待学生完全掌握比较级和最高级的读音之后， 通过两两对比和三三选择的有效方式帮助学生进一步理解和运用核心句型 Which is .?和 Who is

21、the .?这两个问句的表达。同时让学生利用多媒体图片练说的过程中去体会比较级和最高级在语句中所不同表达的方式。我利用多媒体图片 cat 和 mouse 比大小；ruler 和 pen 比长短的示例完成了比较级 . than. 的句型练说。又通过 football、basketball 和 volleyball三个球的比较，承接到最高级的句型教学中，从而为复习 2 的第六部分的知识落实打下良好的基础，也为学生自学第七部分的对话内容做铺垫。学生通过大量的练说中习得了语言。4. 落实会话，体验阅读会话教学关键是让学生在理解语篇的基础上学习语言，这样语言就有了生命。因此，在教学中应把词汇、语法放在具体的情景中学习。也就是说，教师的任何活动都是围绕会话的情景进行的。小学高年级同学英语学习的重点也从单词、句型转化到句子和语篇，落实到文本中的会话部分，这样学生不仅理解了其含义，还学会了如何运用，可谓一举两得。前部分单词、句型教学都是为第七部分的会话教学做准备的，因此在具体的会话教学过程中，我要求学生以自学的形式完成会话内容，让学生通过课堂中前面的所习得的知识来体验阅读，将阅读到的语句进行内化转变为会话表达。体现了英语学习的思维、理解和体验的过程。总之，我将本单元的知识点落实到课堂，让每个学生都能开口说英语，通过强化学习提高了课堂效率，达到了本节课的教学目的。